Ready-to-use classroom activity

Question Formation Technique

Students generate, improve, and prioritize their own questions about a topic, fostering inquiry and critical thinking.

Grade range

3rd Grade – 12th Grade

Works across

ScienceMathematicsEnglishHistoryForeign Language

Activity style

AnalyticalCollaborativeCreative

Classroom walkthrough

See it in practice

One concrete example you can borrow, adapt, or teach as written.

Example lesson context

Introduction to Electricity (Science - 5th Grade)

Materials

Gather these before class.

  • Question Focus prompt (e.g., image of lightning, battery, or circuit)
  • Chart paper for recording questions
  • Question type reference sheet (open vs. closed questions)
  • Small group recording sheets
  • Question improvement worksheet
  • Sticky dots for prioritizing questions
  • Question categories poster (fact-based, process, conceptual, hypothetical)

Preparation

What to have ready before students begin.

Select a provocative Question Focus (QFocus) related to electricity - either an intriguing image, demonstration, or statement. Create a reference chart showing the difference between closed (yes/no) and open-ended questions. Prepare category headers for sorting questions.

Run the activity

A classroom-ready sequence from launch to follow-up.

1

Present the QFocus: Display an image of lightning striking or a simple circuit and state, 'Electricity powers our world.'

2

Introduce the rules for question generation:

Ask as many questions as you can

Do not stop to answer questions

Write down every question exactly as stated

Change statements into questions

3

Small group question generation (7-8 minutes):

Groups of 3-4 students produce as many questions as possible about electricity

One student records all questions without discussion or editing

Aim for at least 12 questions per group

4

Question classification (5 minutes):

Groups mark each question as either closed (C) or open-ended (O)

Discuss the differences between these question types

5

Question improvement (8-10 minutes):

Groups select three closed questions to change into open-ended questions

Select three open-ended questions to change into closed questions

Discuss how changing the question type affects the potential answers

6

Question prioritization (5 minutes):

Groups review their questions and select the three most important for learning about electricity

Each student gets two sticky dots to vote on priority questions from all groups

7

Question categorization (optional):

Sort top questions into categories: factual, procedural, conceptual, and hypothetical

8

Next steps planning: Use the priority questions to guide upcoming electricity lessons and investigations.

Differentiate

Adjust the activity without losing its core purpose.

For younger students, work as a whole class for initial question generation. For English learners, provide question stems in multiple languages. For advanced students, add a research planning phase where they develop methods to answer their priority questions.

Look for learning

Use these signals to assess understanding.

Evaluate the quantity, quality, and variety of questions generated. Note which students can transform questions effectively. Use priority questions to assess current understanding and misconceptions about electricity.